Individual Positive Behavior Support Functional Behavioral Assessment Review

Individual Positive Behavior Support: Functional Behavioral Assessment Review

Implementation Plan Example Activity Person Responsible Date of Completion With Person& Family Person, Family & R. Freeman 10/12/14 Invitations Sent Person 10/15/14 First Meeting R. Freeman 10/25/14 Regular Follow-up Meetings All Team Members 11/1/14 -10/31/15 Dr. Appointment T. Mosely 10/25/14 Interviews R. Freeman 11/14/14 -11/27/14 Scatter Plot T. Mosely 11/16/14 Direct Observations T. Dolby 11/15/14 R. Freeman 11/16/00 -11/17/13 Wraparound Preparation Meetings FBA Assessment First Steps (Adapted from Horner, Albin, Sprague, & Todd, 2000)

Understanding Why Problem Behaviors Occur Functions Problem Behavior Obtain/ Get something Stimulation / Sensory Escape/ Avoid Something Tangible / Activity Social Adult Peer

Common Functions that Maintain Problem Behavior • To escape from tasks, people, situations, or internal sensations • To obtain attention from teachers, peers, or other individuals • To obtain access to preferred items or events • To either escape or obtain internal sensations due to physiological events 4

Key Steps For Implementing Positive Behavior Support Evaluate Progress And Make Changes Create A Team Vision And Improve Quality of Life Teach New Skills And Change Routines And Settings Identify The Function Of Problem Behavior

Conducting a Functional Behavioral Assessment • A functional behavioral assessment is not a standardized process • The size and complexity of a functional behavioral assessment varies 6

Considerations Regarding Time • A common concern is the time it takes to complete a functional assessment and PBS plan. • Devoting time to assess, problem solve, and implement PBS strategies can decrease the amount of time you spend later responding to a person’s problem behavior 7

Outcomes of a Functional Assessment 1. 2. 3. 4. 5. Provide a clear description of the problem behavior Identify the events, times, and situations that predict when problem behaviors both occur and do not occur Identify the consequences that maintain a problem behavior Develop a hypothesis about the function a problem behavior serves Confirm the hypothesis using direct observation 8

Main Elements Of A Hypothesis Statement Setting Event Triggering Event Or Antecedent Problem Behavior Consequence (What The Child Obtains Or Escapes/Avoids) Elements Of The Functional Behavioral Assessment Are Used To Identify And Confirm The Team’s Hypothesis About The Variables That Maintain Problem Behavior

Defining a Problem Behavior • Avoid using a classification label (for example, ADHD, autism, etc) • Describe exactly what the behavior looks like • Avoid using vague descriptions (temper tantrums mean different things to different people) • Make sure the behavior is described in such a way that there is a clear beginning and ending 10

Which Definition Of Problem Behavior Is Easier To Understand? Noncompliant Disruptive Moody Throws Items (Glass, Spoons, Bowls, Knives) Across The Room Away From Other People But Hard Enough To Break Glass And Chip Or Gouge The Wood On The Cupboard Doors And The Floor Boards Makes Animal Sounds That Can Be Heard In Other Parts Of The House Even When The Door To The Room Danny Is In Is Closed. Pulls On Her Hair Until Small Bald Spots On Her Scalp Appear Roughly An Inch In Length And Piles Of Hair Are Visible On The Floor Or Table. Occurs During Episodes Of Ten To 15 Minutes Or Until Another Person Intervenes 11

Identify the Routines, Settings and People Associated with the Problem Behavior is Most Likely… • Before work • Transitions • Sitting next to his friend John on the way to school Problem Behavior is Less Likely… • Lunch room • Small groups • Receiving high levels of attention 12

Gather Information to Change the Setting Identify the elements that are related to the child’s success and build them into problematic settings 13

Developing a Hypothesis Statement A Good Hypothesis Statement Includes the Following: 1. Setting Event 2. Antecedent 3. Problem Behavior 4. Consequences 14

Setting Events • Increases the likelihood that a child will engage in problem behavior • Momentarily changes how a child responds to reinforcers and punishers in a person’s environment • Can occur a long time before a problem behavior or it may be an event that is happening before and during a problem behavior 15

Setting Events Can Be • Environmental (noise levels, sitting next to a peer, late to boy scouts) • Social (fight during lunch, family crisis) • Physiological (sickness, allergies, sleeping problems) 16

Antecedent Events (Triggers) • Immediately precedes a problem behavior • Can be related to time of day, people, specific settings, the physical surrounding, or particular activities • Common examples include verbal demands, specific assignments, certain peers or individuals 17

Consequences • The stimulus that is presented contingent upon the occurrence of problem behavior • Common consequences include staff attention, the removal of a difficult task, or the presentation of something the person wants 18

Building a Hypothesis: Examples Setting Event Antecedent (Trigger) Problem Behavior Consequence • Family crisis • Flu, allergies • Moving to a new grade/class • Noisy class room • Demands • No attention • Specific work assignment • Specific people • Times of day • Throwing items • Making animal noises • Placing head on table • Escape from unpleasant task/people • Obtain attention • Obtain items or activities • Physiological influences 19

Review PBS Notebook

Types of FBS Strategies • Indirect assessment methods • Direct observation • Functional analysis 21

Indirect Assessment • Interviewing the person, her parents, and other individuals who know the person well • Record reviews • Quality of life measures • Checklists and rating scales 22

Direct Observations Often… • Identifies what happens when a problem behavior occurs • What happens right before a problem behavior • How people respond to problem behavior • What the problem behavior looks like 23

Collecting Direct Observation Data • To help you develop an initial hypothesis • To confirm that your hypothesis is correct • To create a baseline that can be used later to evaluate the positive behavioral support plan 24

Direct Observational Methods • Measurements of the behavior by frequency, intensity, duration, or latency) • Scatter Plot • “ABC” Chart (documents observed antecedents, behaviors, and consequences) 25

Antecedent-Behavior-Consequence (ABC) Observation Chart What Happens Before A Behavior What The Child Says Or Does What Happens Right After A Behavior Mom Was Talking To A Friend At The Kitchen Table Andy Began Making Loud Animal Noises Mom Stopped Talking To Her Friend And Told Andy To Stop Andy Was Left Alone At the Grocery Store While His Mother Asked The Grocer Questions Andy Threw A Can Of Soup Across The Aisle The Grocer Andy’s Mother Immediately Scolded Him For Throwing Food Andy’s Brother And His Brother’s Friend Went Outside To Play A Game Together Andy Followed The Two Boys And Stole The Ball They Were Playing With And Ran Away The Boys Chased Andy Around The Yard

Discussion What Did You Notice About Andy’s Behavior? Why Do You Think Andy Is Engaging In These Behaviors? What Happens Before A Behavior What The Child Says Or Does What Happens Right After A Behavior Mom Was Talking To A Friend At The Kitchen Table Andy Began Making Loud Animal Noises Mom Stopped Talking To Her Friend And Told Andy To Stop Andy Was Left Alone At the Grocery Store While His Mother Asked The Grocer Questions Andy Threw A Can Of Soup Across The Aisle The Grocer Andy’s Mother Immediately Scolded Him For Throwing Food Andy’s Brother And His Brother’s Friend Went Outside To Play A Game Together Andy Followed The Two Boys And Stole The Ball They Were Playing With And Ran Away The Boys Chased Andy Around The Yard

What Happens Before A Behavior What The Child Says Or Does Absence Of Attention What Happens Right After A Behavior Attention Mom Was Talking To A Friend At The Kitchen Table Andy Began Making Loud Animal Noises Mom Stopped Talking To Her Friend And Told Andy To Stop Andy Was Left Alone At the Grocery Store While His Mother Asked The Grocer Questions Andy Threw A Can Of Soup Across The Aisle The Grocer Andy’s Mother Immediately Scolded Him For Throwing Food Andy’s Brother And His Brother’s Friend Went Outside To Play A Game Together Andy Followed The Two Boys And Stole The Ball They Were Playing With And Ran Away The Boys Chased Andy Around The Yard

Andy’s Scatter Plot Time/Activity 6: 30 - Getting Ready 7: 00 - Breakfast 7: 30 - Ride to school 2: 30 - Arrival/Snack 3: 00 - Homework 3: 30 - Play/Outside 5: 30 - Chores 6: 00 - Dinner Date 2/4 2/5 2/6 2/7 2/8 2/11 2/12 2/13 2/14 2/15

Time/Activity 6: 30 - Getting Ready 7: 00 - Breakfast 7: 30 - Ride to school 2: 30 - Arrival/Snack Date 2/4 2/5 2/6 2/7 2/8 2/11 2/12 2/13 2/14 2/15 Discussion Questions What Patterns Do You See? Who Would You Like To Interview Next? What questions would you ask during the interviews? 3: 00 - Homework 3: 30 - Play/Outside 5: 30 - Chores 6: 00 - Dinner What types of additional information would you collect?

Complete This Chart Based On The ABC Record And Scatter Plot Patterns Of Behavior Common Routines Most Likely Least Likely Obtain Escape Or Avoid Location Individuals Involved Function

Complete This Chart Based On The ABC Record And Scatter Plot Patterns Of Behavior Time Periods Most Likely Least Likely 2: 30 -3: 00; 3: 30 -5: 30 6: 30 -7: 30; 3; 00 -3: 30; 5: 30 End Of Evening Common Routines Unstructured Situations (Arrival Home and Play/Outside) During Homework And Chores Location Snack Time (Kitchen) And Yard/Neighborhood Interacting With People; Ride To School Mother, Brother, And Peers Not Sure Yet Obtain Escape Or Avoid Individuals Involved Function Attention From Others

Discussion Questions • What Patterns Do You See? • Who Would You Like To Interview Next? • What questions would you ask during the interviews? • What types of additional information would you collect?

Andy’s Assessment Andy Tends To Be Successful In the Morning and During Times When He is Busy Or Around Others. Andy Has More Trouble When He Experiences Unstructured Time Period. Andy’s Problem Behavior Is Often Followed By Attention From Others.

Andy’s Hypothesis Setting Event Triggering Event Or Antecedent Problem Behavior Consequence (What The Child Obtains Or Escapes/Avoids) Create A “Best Guess” Or Hypothesis About Andy’s Problem Behavior

Andy’s Hypothesis Setting Event Unpredictable Unstructured Activities Triggering Event Or Antecedent Absence Of Attention Left Alone Problem Behavior Noisy And Loud Property Destruction Consequence (What The Child Obtains Or Escapes/Avoids) Obtains Attention From Adults And Family Members Create A “Best Guess” Or Hypothesis About Andy’s Problem Behavior

Functional Analysis/ Environmental Manipulations • A functional analysis involves observing behavior while systematically manipulating environmental events • A functional assessment includes functional analyses, indirect assessment, and direct observation 38

Outcomes Of A Functional Behavioral Assessment 1. Clear Description Of The Problem Behavior 2. Identify The Events, Times, And Situations That Predict When Problem Behaviors Both Occur And Do Not Occur 3. Identify The Function That Maintains A Problem Behavior 4. Develop A Hypothesis About The Function A Problem Behavior Serves 5. Confirm The Hypothesis Using Direct Observation

Preparing the Team for a Brainstorming Session • Start with the hypothesis statement in four boxes • Engage team in a brainstorming session to identify a number of strategies in each category • Later, choose from the brainstorming list the interventions that best reflect the team’s values, resources, and preferences 40

Make Problem Behavior Irrelevant Examples of Interventions Make Problem Behavior Inefficient Make Problem Behavior Ineffective And Positive Behavior More Effective 41

Review of Jack’s PBS Planning

Next Steps for FBA Planning • Make a List of People Who Will Be Interviewed • Consider FBA Tools o List of Indirect Assessment o How to Collect Direct Observation Data • Scatter Plot • ABC Data • Consider What Team Will Need To Be Successful o Training o Concerns o Skills and Strengths o Resources • How Your Will Use Your Time o More Than One Person Involved in Learning Process o Skills of Team Members

Implementation Plan Example Activity Person Responsible Date of Completion With Person& Family Person, Family & R. Freeman 10/12/14 Invitations Sent Person 10/15/14 First Meeting R. Freeman 10/25/14 Regular Follow-up Meetings All Team Members 11/1/14 -10/31/15 Dr. Appointment T. Mosely 10/25/14 Interviews R. Freeman 11/14/14 -11/27/14 Scatter Plot T. Mosely 11/16/14 Direct Observations T. Dolby 11/15/14 R. Freeman 11/16/00 -11/17/13 R. Freeman 11/19/14 Wraparound Preparation Meetings FBA Assessment First Steps Schedule Meeting & Brainstorm Meeting (Adapted from Horner, Albin, Sprague, & Todd, 2000)

Homework for Functional Assessment Steps (From Notebook) Indirect • Identify People You Will Interview and Which Tool Will be Best • Try the FAST or MAS Tool During Interview • Work With Focus Person to Complete Interview • Ask Several Staff and Focus Person to Complete the Quality of the Social and Physical Environment Survey • Are There Records You can Review? Direct Observation • Observe Setting Where Problems Are o Most Likely to Occur o Least Likely to Occur o Use ABC Chart or O’Neill et al. Scatter Plot FBA Form Create a Log for Keeping Additional Notes and Documenting What You Have Completed